“Our speech”;

Stage Scenery and Lighting. By Samuel Selden and Hunton D. Sellman. New York: F. S. Crofts &; Co., 1934; pp. xvii+398. $4.50.

Modern Theatre Practice—A Handbook for Non‐Professionals. By Hubert C. Heffner, Samuel Selden, and Hunton D. Sellman. New York : F. S. Crofts &; Co., 1935 ; pp. xviii+378. $3.00.

A Companion to Shakespeare Studies. Edited by Harley Granville‐Barker and G. B. Harrison. New York : The Macmillan Company, 1934 ; pp. x+408. $3.

Shakespeare and the Audience. By Arthur Colby Sprague. Cambridge: Harvard University Press, 1935; pp. xi+327. $2.50.

Comparative Comedies Present and Past. By Rowena Keith Keyes and Helen M. Roth. New York: Noble and Noble, Inc., 1935; pp. viii+628.

Behind the Footlights. By Charles Chambers Mather, Alice Howard Spaulding and Melita Hamilton Skillen. New York: Silver, Burdett, 1935; pp. 495. $1.72.

The Theatre. By Malcolm Morley. New York: Pitman Publishing Corp., 1935; pp. xiii+204. $1.50.

Public Speaking — As Listeners Like It! By Richard C. Borden. New York: Harper and Brothers, 1935; pp. 111. $1.50.

Principles and Types of Speech. By Alan H. Monroe. Chicago: Scott, Foresman and Co., 1935 ; pp. 410.

Good Speech Primer. By Fannie E. Daniels. New York: E. P. Dutton &; Co., 1935; pp. x + 83: together with Teachers’ Manual for same, separately bound; pp. x + 65.

The Psychology of Wants, Interests and Attitudes. By Edward L. Thorndike and others. New York: D. Appleton‐Century Company, 1935; pp. 301.

The Psychology of Radio. By Hadley Cantril and Gordon W. Allport. New York: Harper &; Bros., 1935; pp. 276.     

Professional Workers With Boys

The current study examines how Israeli teachers’ beliefs and ideologies are expressed in their teaching of Biblical miracles. The article explores how Israeli teachers broach the topic of Biblical miracles, and how their beliefs and ideologies help them navigate a path from the national curriculum to the classroom. The article focuses on three key areas: Initially, I discuss the educational challenges that teachers in Israeli schools confront in teaching miracles. This is followed by a mapping of educational approaches to presenting miracles. The final section analyzes conversations with three teachers about how they present miracles in their classrooms.     

DETERMINING OUTCOMES OF COLLECTIVE BARGAINING IN TWO‐YEAR INSTITUTIONS‐PART 1

This research is presented in a two part series. The first article sets forth the objectives of the study and the research methodology and design. Basic demographic and institutional data are also presented. The second article in this series discusses interrelations among research data and presents conclusions and implications for practice.

An attempt is made to assess the extent to which faculty associations have penetrated certain management functions or rights. A related and second objective was to determine the impact of faculty unions on the traditional professional prerogatives of the faculty. The sample studied was approximately 63 percent of all collective bargaining agreements in existence at two‐year institutions. The authors also sought to develop predictors (institutional and demographic variables) of contractual language. In part 1, characteristics of institutions where contracts are in existence are discussed. A statistically significant relationship was found to exist between the demographic and institutional variables and the relative strength of contractual clauses in the areas of appointment, promotion, nonrenewal, tenure, long range planning, retrenchment and management rights. A complete breakdown of all variables utilized in this study can be found in the appendices     

La experiencia lingüística como medio para activar (ALERT) las técnicas de pensamiento crítico del alumno

Quizá el material más aplicable para desarrollar una auténtica conciencia comprensiva y un pensamiento crítico, que evite que el niño sea un decodificador neutro y superficial, sea el que más familiar resulta al alumno y el que más inadvertidamente se filtra en su mente: la publicidad. El método ALERT que aquí se expone con detalle es un modelo de diseño eficaz: objetivos importantes, ideas claras y realización fácil y atractiva.     

Supporting Faculty Grassroots Leadership

Various factors are making faculty leadership challenging including the rise in part-time and non-tenure-track faculty, the increasing pressure to publish and teach more courses and adopt new technologies and pedagogies, increasing standards for tenure and promotion, ascension of academic capitalism, and heavy service roles for women and people of color. This article focuses on describing actions taken by institutional agents and aspects of campus environments which are supportive of grassroots faculty leadership. While there are many conditions which inhibit faculty leadership (i.e., part-time and contingent faculty trends, rising publication standards, etc.), our study demonstrated certain campus conditions or characteristics can overcome the forces of change including counting leadership as service, creating campus networks, addressing dysfunctional department dynamics, fostering role models, supporting faculty who question or challenge decisions, ensuring flexibility and autonomy, and altering contingent faculty contracts to include service and leadership.